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June 25, 2013 Lesson Plan Title: Learner Profile/Contextual factors: Common Core Standards Addressed: Concept / Topics

To Teach: General Goal(s):

Elizabeth Howe Moving Cellular Materials The students being taught this lesson plan are sixth grade students in a small rural school setting. The students are mostly from a working class family, 90 percent Caucasian, and most have never been to an urban setting (other than on vacation). Structure and Function of Living Things F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms Active Transport, Passive Transport, Endocytosis and Exocytosis The goals of this lesson are for the students to understand the different types of passive transport, active transport, and endocytosis and exocytosis movements incorporated with the cell membrane. TSW summarize the three types of passive transport, active transport, and endocytosis and exocytosis. TSW be able to differentiate between passive and active transport and endocytosis and exocytosis. TSW be able to infer the concepts of diffusion, equilibrium, osmosis, and facilitated diffusion in everyday experiences. 20 minutes Materials: Cellular Transport worksheet, Blank Venn Diagram, teachers lecture notes, white board and computer, mason jar, green food coloring, sponges, bowls, and water People: Ms. Langeberg and classmates Set up the presentation on before the students arrive. Opening attention grabbing statement (Introduction): Before I start the story I will pass out the KWL worksheet. So now that it is warm outside Im sure that most of you like going to the pool. Remember when you were younger and you went to swimming lessons and the lifeguards would tell you what would happen if someone had an accident in the pool? Well, that is a great example for our lesson today, said the teacher. Teacher will demonstrate by placing a drop of food coloring in a mason jar filled with lukewarm water. After osmosis has been completed, and groans and giggles have stopped move on. 2 min (Introduction/Motivation) Go over Agenda (circle 2) >1 min Go over our section of reading (circles 2-10) 6 min (Introduction/Motivation) Show an example from the reading (food coloring and sponge exercises). The teacher and students will now place their sponges in the bowls of lukewarm water on their desks. Watch the magic, and ask if there are any questions. Students will monitor the sponges as pairs. 2 min (Developmental) Venn diagram: Students will fill in Venn diagram themselves, then turn to a partner to collaborate on diagram, and then class will go

Specific Objectives:

Time Frame: Resources:






through it together. 3 min (Developmental) Independent work: Students will complete the worksheet on Active and Passive Transport 5 min (Developmental) Correct worksheet < 1 min Closure: Summary (circle 13) < 1 min There wouldnt be any accommodations needed for this particular lesson. There may be an aid in the room, but no extra materials are needed. Pre assessment will be the opening story about the pool. My formative assessments are the sponge project, transport worksheet, and Venn Diagram. I will know how well my lesson went after we do the assessments. My evidence will be how easily the students find it to fill out the Venn diagram and the worksheet. After teaching this lesson plan I realized that I should have went a little slower at the beginning of the lesson, and explained the instructions a little more in depth.